Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Edukasia: Jurnal Pendidikan dan Pembelajaran ELOQUENCE: Journal of Foreign Language
Amri Yahya
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Progressivism Philosophy and Its Implications for 21st Century Educational Practices in Indonesia Naufal Akmal Syammary; Amri Yahya; Haris Furkon Hasbi Firmansyah; Rufhan Fiddin; Fajar Nur Syah Alam
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.854

Abstract

This study aims to analyze in depth the philosophy of progressivism and how this approach has implications for educational practice in the 21st century. This research uses a descriptive qualitative approach through the Systematic Literature Review (SLR) approach. The results of this study show that the philosophy of progressivism has exerted a significant influence on educational practice. This can be seen from the implications: 1) the application of project and inquiry-based learning methods encourages students to actively seek information, ask questions and solve problems collaboratively. In some schools, teachers implement interdisciplinary projects where students work in groups to solve real problems, such as environmental projects or simple technological innovations, 2) curricula designed to be relevant to students' lives, allowing adaptation to individual interests and needs. Mentoring program where students can choose a project or learning topic that suits their interests, accompanied by a mentor or teacher, 3) focuses on developing 21st century skills such as critical thinking, creativity, collaboration, and communication. collaborative learning through group discussions, debates, and project presentations, where students learn to work together and communicate effectively.
Menjawab Tantangan Pendidikan Inklusif: Praktik Differensiasi Pembelajaran Bahasa Arab di Sekolah Islam Berasrama: Menanggapi Tantangan Pendidikan Inklusif: Praktik Diferensiasi dalam Pembelajaran Bahasa Arab di Pesantren Hasan Syukur; Muhammad Hidayatullah; Amri Yahya; Irfan Aziz; Muhammad Nur Iman
ELOQUENCE : Journal of Foreign Language Vol. 5 No. 1 (2026): APRIL
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v5i1.3125

Abstract

Background: Inclusive education poses challenges for Arabic language teaching in pesantren-based madrasas, where student diversity in abilities and backgrounds requires adaptive learning approaches. Purpose: This study aims to analyze the implementation of differentiated learning in Arabic language instruction as a response to inclusive education challenges in pesantren contexts. Method: This research employed a qualitative case study design conducted at Darul Faqih Senior High School Malang, which integrates the Independent Curriculum with the Islamic Boarding School curriculum. Observation, in-depth interviews, and documentation were used to gather data. The participants included Arabic language teachers and students representing diverse learning profiles. The research instruments consisted of interview guidelines and observation sheets. Thematic analysis was used to identify patterns of differentiated learning practices and their impact on inclusivity. Results and Discussion: Observation was used to gather data. The findings indicate that differentiated learning is implemented through diagnostic assessments, grouping based on readiness and learning styles, peer tutoring, variation in learning methods and media, and intensive mentoring. The pesantren environment also reinforces Arabic language learning through the use of language in daily life and character-building activities. This strategy improves students' language competence, independence, and collaboration while supporting the principle of inclusivity. This research fills a gap by showing that traditional educational institutions such as Islamic boarding schools can effectively implement modern pedagogical approaches to address learning diversity. Conclusions and Implications: Differentiated learning in pesantren based schools successfully bridges modern pedagogy and traditional values, fostering inclusive and character-based Arabic education. Future research should explore scalable models for integrating differentiated instruction into other language and cultural education settings.
Co-Authors Fajar Nur Syah Alam Haris Furkon Hasbi Firmansyah Hasan Syukur Irfan Aziz Muhammad Hidayatullah Muhammad Nur Iman Naufal Akmal Syammary Rufhan Fiddin